Performance Task (Summary in G.R.A.S.P.S. form):(T)
Goal: To film a news editorial that will be aired on a news network. Role: You were recently promoted to the head anchor at your news station. Audience: A board of television producers and the network president at a well-known news source (CNN, FOX, ABC, NBC, Comedy Central). Situation: It's your time to shine! The president of your news network has come to you and asked you to perform and lead your first editorial of a topic of your choice! First though, you have to present it to both the president and the board of producers for approval. Product/Presentation: You will use iMovie to create a sample of the editorial presentation that will be judged for approval before final production. Standards (Criteria from both rubrics - product and presentation): Product:Character- 20%, Topic is Clear- 20%, Interest and Purpose- 20%, Creativity- 15%, Storyboard/planning- 15%, Footage Professionalism- 10% Oral Presentation:Topic is Clear- 30%, Preparedness- 20%, Comprehension- 20%, Enthusiasm- 10%, Eye Contact and Posture- 10%, Well Spoken- 10%
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence(OE)
•Garage Band: choose a poem and create an audio recording of your recitation of it, include a brief one-page paper including your justification for your performance.
•Google Docs: edit each others work and write justifications for each edit.
•Inspiration: create an outline of paper.
•Read and Write: students will be divided into two groups and participate in a class-wide debate; before hand they will develop an outline of information and arguments to reinforce their side.
•Pages: students will be assigned a persona to investigate and create a brochure: including a profiling of what the assigned persona would look for in any persuasive piece.
•iMovie: create a news editorial.
Student Self-Assessment and Reflection
Self-Assessment(SA)
•Pre-assessment: introduce a topic and have the students write a semi-formal journal entry capturing their opinion, discuss the topic in class, and use the journals to assess persuasive methods and voice.
•Checking for Understanding: Quick Writes, Exit Ticket, Philosophical Chairs, One Last Question, As I See It, and What's Still Confusing Me...
•Timely Feed Back: self-assessment, peer feedback, and teacher feedback.
Assessment Task Blue Print
What understandings/goals will be assessed through this task?(G)
Understanding
Goal (MLR)
• Strong writing is achieved through planning, revising, editing, rewriting, or changing the approach of the work.
• Establishing the most significant vein of their work and developing a voice and thesis that portrays it is
essential to a well-developed piece.
• Considering the intended audience is imperative to making your voice heard.
• Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Big Ideas
Big Ideas
• Persuasive essays
• Editing
Through what authentic performance task will students demonstrate understandings?
Task Description:(T)
After becoming the head anchor at your network news station things have become rather slow, what could you possibly do now after reaching the top? Luckily, the president of the network feels the same way and has been asking for fresh ideas, specifically, he mentioned that you could lead your own editorial! So now what? First choose a topic that impassions you, one where even the thought of it makes you feel as if you could talk forever! Develop the idea and consider how your own opinion will be interpreted by your audience. Will they agree? If not, what awesome mind powers could you use to change their opinion? Also, remember that your audience is different than someone else's, so what do they want to see? Come up with an iMovie presentation of your incredibly interesting editorial to show to the board of producers and the network president; if this works out you could be on your way to having you very own talk show! All you have to do is be selected: fortunately, you are the head anchor so it should be a piece of cake, right?
What student products/performances will provide evidence of desired understandings?
Type II Product
Type of Presentation
•iMovie
•Oral Presentation
By what criteria will student products/performances be evaluated?
Stage 2 - Determine Acceptable Evidence.
Role: You were recently promoted to the head anchor at your news station.
Audience: A board of television producers and the network president at a well-known news source (CNN, FOX, ABC, NBC, Comedy Central).
Situation: It's your time to shine! The president of your news network has come to you and asked you to perform and lead your first editorial of a topic of your choice! First though, you have to present it to both the president and the board of producers for approval.
Product/Presentation: You will use iMovie to create a sample of the editorial presentation that will be judged for approval before final production.
Standards (Criteria from both rubrics - product and presentation):
Product: Character- 20%, Topic is Clear- 20%, Interest and Purpose- 20%, Creativity- 15%, Storyboard/planning- 15%, Footage Professionalism- 10%
Oral Presentation: Topic is Clear- 30%, Preparedness- 20%, Comprehension- 20%, Enthusiasm- 10%, Eye Contact and Posture- 10%, Well Spoken- 10%
•Google Docs: edit each others work and write justifications for each edit.
•Inspiration: create an outline of paper.
•Read and Write: students will be divided into two groups and participate in a class-wide debate; before hand they will develop an outline of information and arguments to reinforce their side.
•Pages: students will be assigned a persona to investigate and create a brochure: including a profiling of what the assigned persona would look for in any persuasive piece.
•iMovie: create a news editorial.
•Checking for Understanding: Quick Writes, Exit Ticket, Philosophical Chairs, One Last Question, As I See It, and What's Still Confusing Me...
•Timely Feed Back: self-assessment, peer feedback, and teacher feedback.
Assessment Task Blue Print
What understandings/goals will be assessed through this task? (G)
• Establishing the most significant vein of their work and developing a voice and thesis that portrays it is
essential to a well-developed piece.
• Considering the intended audience is imperative to making your voice heard.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understandings?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
•Citations- 10%
•Interest and Purpose- 30%
•Creativity- 15%
•Storyboard/planning- 15%
•Footage Professionalism- 10%
•Preparedness- 20%
•Comprehension- 20%
•Enthusiasm- 10%
•Eye Contact and Posture- 10%
•Well Spoken- 10%